Mohamed Lamine Debaghine Setif 2 University
Recent publications
Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers' beliefs about learner autonomy in the Algerian Middle school setting. is paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. e study deployed a questionnaire in conjunction with an interview for data collection. e questionnaires' data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews' data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, and collaboration. Additionally, the findings indicate a strong belief in teachers' roles in promoting learner autonomy as well as in the latter's role in enhancing the learning process. Furthermore, the findings indicated teachers' desirability to involve learners in decision-making and assist them in developing skills for learning how to learn outweighs their feasibility. e investigation concluded with some suggestions.
The present paper examines longitudinally how subjective perceptions about COVID-19, one’s community, and the government predict adherence to public health measures to reduce the spread of the virus. Using an international survey ( N = 3040), we test how infection risk perception, trust in the governmental response and communications about COVID-19, conspiracy beliefs, social norms on distancing, tightness of culture, and community punishment predict various containment-related attitudes and behavior. Autoregressive analyses indicate that, at the personal level, personal hygiene behavior was predicted by personal infection risk perception. At social level, social distancing behaviors such as abstaining from face-to-face contact were predicted by perceived social norms. Support for behavioral mandates was predicted by confidence in the government and cultural tightness, whereas support for anti-lockdown protests was predicted by (lower) perceived clarity of communication about the virus. Results are discussed in light of policy implications and creating effective interventions.
Before vaccines for COVID-19 became available, a set of infection prevention behaviors constituted the primary means to mitigate the virus spread. Our study aimed to identify important predictors of this set of behaviors. Whereas social and health psychological theories suggest a limited set of predictors, machine learning analyses can identify correlates from a larger pool of candidate predictors. We used random forests to rank 115 candidate correlates of infection prevention behavior in 56,072 participants across 28 countries, administered in March-May 2020. The machine-learning model predicted 52% of the variance in infection prevention behavior in a separate test sample—exceeding the performance of psychological models of health behavior. Results indicated the two most important predictors related to individual-level injunctive norms. Illustrating how data-driven methods can complement theory, some of the most important predictors were not derived from theories of health behavior—and some theoretically-derived predictors were relatively unimportant.
Tightening social norms is thought to be adaptive for dealing with collective threat yet it may have negative consequences for increasing prejudice. The present research investigated the role of desire for cultural tightness, triggered by the COVID-19 pandemic, in increasing negative attitudes towards immigrants. We used participant-level data from 41 countries (N = 55,015) collected as part of the PsyCorona project, a cross-national longitudinal study on responses to COVID-19. Our predictions were tested through multilevel and SEM models, treating participants as nested within countries. Results showed that people's concern with COVID-19 threat was related to greater desire for tightness which, in turn, was linked to more negative attitudes towards immigrants. These findings were followed up with a longitudinal model (N = 2,349) which also showed that people's heightened concern with COVID-19 in an earlier stage of the pandemic was associated with an increase in their desire for tightness and negative attitudes towards immigrants later in time. Our findings offer insight into the trade-offs that tightening social norms under collective threat has for human groups.
The aim: To research the indicators of teachers’ mental health in a destabilizing organization of professional activities. Materials and methods: The study was conducted at the Poltava M. V. Ostrogradsky Regional Institute of Postgraduate Pedagogical Education, Poltava V. G. Korolenko National Pedagogical University, Volodymyr Vynnychenko Central State Pedagogical University and Poltava State Medical University in 2018-2020. The sample size of 1817 respondents (Ukraine) included 388 men and 1429 women aged 20 to 57 years. The following methods were used: “Scale of threats to occupational health” (Dziuba, 2015) and “Scale of subjective well-being” (Sokolova, 2007) adapted by T. Dziuba. The study used mathematical and statistical analysis (descriptive statistics, correlation analysis) using IBM SPSS Statistics (version 21.0). Results: It was found that an unstable level of emotional comfort is dominant (57.2%). This is shown by the following indicators: “self-assessment of mental health” 61.0%, “tension and sensitivity” 54.3% and “signs of psychiatric symptoms” 53.0%. Correlation analysis revealed a significant negative impact of the threat factors “daily and weekly overtime” (p <0.01) and “overwork” (p <0.01) on mental health. There is an increase in emotional discomfort in a situation of daily and weekly overtime and overwork. There is a positive correlation between the teachers’ mental health and the indicator “significance of the professional environment” (p <0.01). Conclusions: The study showed that teachers’ mental health in Ukrainian educational organizations is characterized by unstable emotional comfort and increased emotional discomfort, which is a consequence of unbalanced (destabilizing) working conditions: overwork, overtime. The obtained data motivates the need to conduct targete psychotherapeutic and corrective work with teachers who demonstrate professional distress.
This study reassesses the experience of political openness in Algeria within the analytical and explanatory categories of political economy. It is built on the premise that the transition from a totalitarian authoritarian regime to a democratic one presupposes the transition from a rentier economy linked to the external market and dominated by rentier groups, to a productive economy based on the national bourgeoisie exploitation of local labour to create wealth. The study argues that the experience of democratic transition in Algeria faltered due to the failure of the rentier groups to undergo capitalist transformation that could have allowed the emergence of the two main sides of the democratic equation: the bourgeoisie and the working class. The political elites that control the rentier economy were willing to accept political but not economic reforms that could have led to a reconsideration of the hegemonic relations within society and liberated it from the grip of power. In this regard, the failure of the economic reforms introduced by the Hamrouche government (1989-1991) was a prelude to the disruption of the democratic transition and prevention of the development of a civil society capable of gaining its independence from authority and, on the other hand, the independence of the Algerian state from the global market.
In most post-conflict contexts, weakened by the large scale of destruction, efforts are often directed towards rebuilding society through preparing citizens to manage conflictual relationships and rebuild at both social and identity levels. This obviously requires the support of citizenship education that models attitudes and civic practices as well as building civic competences.
This study discusses the evaluation of the professor’s performance in the field of teaching, scientific research, and community service depending on the quality assurance standards from their point of view. The purpose is also to show the indication of differences in the level of performance according to the variables of sex, academic level, and the faculty where they work. For this study, the descriptive method is used. The sample study contains (185) faculty members in the University of SETIF (02) for the school year (2019/2020), where a questionnaire is designed and is formed of (45) points divided into three units: (teaching, scientific research, and community service). The «Statistical Packages for the Social Sciences» (SPSS) is used for data processing. The findings show that the level of performance for the faculty members in the fields of teaching, sci-research, and community service depending on the quality assurance standards is normal/medium. The study also shows that there are no significant differences in the level of teacher's performance in the (3) previous domains due to the variable of sex and faculty of specialization. Whereas there are statistically significant differences due to the variable of the academic level in the domain of scientific research for university teachers. Keywords: Evaluation, Performance, University Professor, Quality Assurance, Standards.
Humans express a wide array of ideal mate preferences. Around the world, people desire romantic partners who are intelligent, healthy, kind, physically attractive, wealthy, and more. In order for these ideal preferences to guide the choice of actual romantic partners, human mating psychology must possess a means to integrate information across these many preference dimensions into summaries of the overall mate value of their potential mates. Here we explore the computational design of this mate preference integration process using a large sample of n = 14,487 people from 45 countries around the world. We combine this large cross-cultural sample with agent-based models to compare eight hypothesized models of human mating markets. Across cultures, people higher in mate value appear to experience greater power of choice on the mating market in that they set higher ideal standards, better fulfill their preferences in choice, and pair with higher mate value partners. Furthermore, we find that this cross-culturally universal pattern of mate choice is most consistent with a Euclidean model of mate preference integration.
The paper aims to present a critical review of language policy development in Algeria since its independence (1962) to present time. It takes the policy of Arabization, an important turning point in Algerian history that was troubled with serious problems, as an example of language planning in the country. Data was gathered from policy documents, laws, and newspaper articles. It was then coded into themes before it was analysed employing a documentary research method. To provide a methodical discussion, the first part of the paper explores language policy and planning in Algeria. The second part discusses the impact of Arabization on the country’s current state of policy development in light of the debates over the national educational reforms of 2003. The third part highlights the quandary that language planners face during the processes of language planning and policy making. Lastly, the paper concludes with an evaluation of the process of language policy development in the country. The paper argues that in order to foster sustainable multilingualism and achieve effective educational reforms, a keener recognition of Algerian linguistic diversity by the government is imperative.
BACKGROUND: In many developing countries, date palm farmers are still working in the cultivation of date palm trees using traditional tools such as the use of the belt to aid them in climbing and carrying out work on the date palm safely. OBJECTIVE: This study aims to:Evaluate the current designs of the work belt.Investigate how farmers feel about the newly designed belt. Evaluate the current designs of the work belt. Investigate how farmers feel about the newly designed belt. METHODS: The descriptive method is used. RESULTS: For the first research objective, there are many types of belts, but they share two things: the wide strap and the rope. For the second, the majority of farmers believe the new belt is more comfortable, safer and stronger than the previous belts. CONCLUSIONS: It is useful for farmers to gradually abandon the old belt and start using the newly designed belt.
East Africa has provided the earliest known evidence for Oldowan stone artifacts and hominin induced stone tool cutmarks dated to ~2.6 million years ago (Ma). The ~1.8 Ma stone artifacts from Ain Hanech (Algeria) were considered to represent the oldest archaeological materials in North Africa. Here we report older stone artifacts and cutmarked bones excavated from two nearby deposits at Ain Boucherit estimated to ~ 1.9 Ma, and the older to ~2.4 Ma. Hence, the Ain Boucherit evidence shows that ancestral hominins inhabited the Mediterranean fringe in Northern Africa much earlier than previously thought. The evidence strongly argues for early dispersal of stone tool manufacture and use from East Africa, or a possible multiple origin scenario of stone technology in both East and North Africa.
The aim of the present study is to diagnosis, assess and present prevention procedures of electrocuting and burning risk, taking as a case study electrocuting and burning situations in an Algerian setting “INFRAFER” specialized in the production of railway concrete sleepers, based in Oran. All the workers of the welding and cutting workshop (N = 38) participated in the study. ILO/IEA ergonomic checkpoints were used for the diagnostic of electrocution and burning risks. The Methodology for Analyzing System Failures (MADS) approach was used to assess the risk of electrocuting and burning. The study revealed the following results: (1) a Constant frequency of electrocuting and burning risk facing the workers of the workshop; (2) a strong dose of exposure to risk; (3) a high level of exposure to risk; (4) the risk of electrifying and burning has serious impact but without complications; (5) the level of seriousness calls for rapid intervention. By identifying the priority level, the present study recommended that “collective protection strategy” is the appropriate action to prevent this category of risks.
البناء العاملي لعلاقة كفاءات تسيير المؤسسة التعليمية بجودة الأداء المدرسي دراسة مقومات تنمية كفاءات التسيير بمنهجية النمذجة بالمعادلة البنائية SEM تناولت الدراسة موضوع تنمية كفاءات تسيير المدرسة الجزائرية المعاصرة، باعتبار القوى البشرية الإدارية في أي مؤسسة تمثل أهمية قصوى،وبالتالي يمثل موضوع تنمية كفاءات التسيير والقيادة مطلبا ضروريا للدراسة والتحليل بحثاً عن السبل الكفيلة بتحقيق ذلك. وحيث أن المدرسة بجميع مستوياتها تمثل عصب النظام التعليمي، فإن إدارتها وتسييرها تمثل عملية إنتاجية على قدر كبير من الأهمية تستدعي تنمية كفاءات تسييرها وإدارتها ، ولأهمية دور المؤسسة التعليمية في التنمية المجتمعية المعاصرة فإن القائمين على أمرها مطالبون بامتلاك الكفاءات اللازمة والمؤهلة لتطوير المعارف و فهم متغيرات العصر من حولهم والتفاعل بإيجابية مع متطلبات تحقيق الأهداف المرسومة. الأمر الذي يؤكد أهمية دراسة وإعادة النظر في أنظمة التكوين والتدريب بما يمكن من رسم وتحديد المقومات الداعمة لعملية تكوين وتدريب تسمح للمسيرين بمواجهة تحديات الاستمرار والتطوير ضمن المتغيرات الثقافية والاجتماعية والاقتصادية والبيئية، وبالتالي نجاح مخرجات المدرسة وتجويد أدائها. من هذا المنطلق استهدفت الدراسة استقراء واقع تسيير المؤسسات التعليمية.... بهدف الوقوف على المقومات الضرورية لتكوين ناجع يسهم في إحداث التنمية المهنية للجهاز الإداري. بشكل يواكب الإصلاحات ويستجيب للمتطلبات المعاصرة لتسيير المدرسة الحديثة وفقا لعناصر بيئتها الثقافية من جهة، وتماشيا مع نظام الجودة الشاملة. وتكون مجتمع الدراسة من مدراء المؤسسات التعليمية بالمستويات الثلاثة بواقع عينة بلغ حجمها 315 مديرا موزعين على المستويات: ابتدائي ـ متوسط ـ ثانوي، خلال السنة الدراسية .2015/2014 وأسفرت النتائج المستقاة من الدراسة بعد معالجتها بالأدوات الإحصائية المناسبة، ومنهجية النمذجة بالمعادلات البنائية (SEM) STRUCTURAL EQUATION MODELING على تحديد النموذج النظري البنائي المتضمن لجملة المقومات اللازمة لتنمية كفاءات الجهاز الإداري في مجال تسيير وإدارة مدرسة معاصرة لمجتمعها، وفاعلة في محيطها، ومن ثمة وضع واقتراح مصفوفة اشتقاق الكفاءات المعنية بالتنمية المستهدفة.الكلمات المفتاحية: تنمية الكفاءات ـ المقومات ـ التسيير الفعال ـ الثقافة المحلية ـ جودة الأداء المدرسي Title: The elements of skills development for the management of education and training institutions, in the light of the local culture and norms of the TQM (STRUCTURAL EQUATION MODELING) Summary: The study focused on the development of skills related to the management of educational institutions, since administrative and human resources in any institution are one of the influential factors on its development and the achievement of its objectives. Therefore, research on skills management becomes more than necessary to enable educational institutions to achieve their goals. If we assume that contemporary schools, in different stages of education, represent the core of the educational system, their efficient administrative management is conditioned by the acquisition of a number of skills necessary to perform the roles defined by the requirements of modern times. That is why, continued calling into question of training strategies is imperative, given the continuing evolution in the field of administrative management of educational institutions. And it is for this reason that the current study focused on the observation of the reality related to the administrative management of these establishments, aiming to determine the elements of successful and effective training of the managers and directors of these educational institutions, and to ensure the practice of modern management that takes into account the elements of authentic cultural environment that surrounds these establishments, in addition to ensuring the spirit of competition that leads to overall quality covered by this management. The population concerned by this study is composed of directors of educational institutions. Each sample includes 315 directors, at 03 levels: primary, middle and secondary, for the school year 2014/2015. The study was able to determine a set of components necessary to acquire skills related to the administrative management of the modern school, and also to provide a training system capable of achieving the goals of sustainable social development. Keywords Skills, Skills Development, Constituent Elements, Management of Educational Institutions, Local Culture, TQM.
This study investigates the relationship between metacognitive language learning strategies (MLLS) and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS) in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ) to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.
This study investigates the relationship between metacognitive language learning strategies (MLLS) and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS) in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ) to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.
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117 members
Kamel Lahmar
  • Sociology
Salim Keffane
  • psychology
Tebaa Farouq
  • psychology and educational sciences
Nabil Benmoussa
  • department of Law
Amina Loucif
  • English Language and Literature
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Sétif, Algeria